TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docx

TEACHERS of TOMORROW LESSON PLAN PROJECT
FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
ESSENTIAL KNOWLEDGE AND SKILLS
LEARNING OBJECTIVE(S): The student will have an in-depth,
respectful conversation with one partner about a recent reading
selection through carefully listening, reacting correctly, and
tailoring communication to the audience. The student will have
an in-depth, respectful conversation with one partner about a
recent reading selection through carefully listening, reacting
correctly, and tailoring communication to the audience. In
addition, the student will be able to communicate effectively
with others in a variety of settings, including personal
conversations, group settings, and formal lectures. This activity
will help students learn how to communicate effectively,
whether listening to or talking with others. This will also help
them to build relationships and critical skills for modern life.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students
will review their notes and compose a brief written response in
which they reflect on their experiences in discussing the books
they chose for themselves with a peer.
MATERIALS and SETTING

What materials do you need for this lesson? What is the setting?
Are students in pairs, groups, stations, floors, library, or science
lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions,
a pencil, and paper.
The first portion of the lesson will consist of the instructor
providing direct teaching, followed by students reading their
independently chosen texts, working in pairs, and then working
alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the
concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their
interest in the upcoming lesson? Think of this like a preview for
an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon
movie in which two characters are nasty to one other, I will lead
a class discussion about how the characters may have spoken
more politely. One of you will be chosen to respectfully
summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have

already learned and how it prepares them for what they are
about to learn; review what they have learned to prepare them
for the upcoming lesson.
Teachers and administrators should treat their students with the
courtesy they deserve. Learn the signs of polite conversation to
make sure that happens. What you have to say is important, and
it should be taken seriously. You can only accomplish it
successfully by participating in and shaping respectful dialogue
with any audience. This is a lifelong ability, not just one you'll
need for the remainder of the school year.
OBJECTIVE STATEMENT (be sure to include the performance
measure)
This is what you
say to students about what students will
learn today
and how they will show they have learned
the content (that is the performance measure)
Students, our goal for today is to practice using our language
abilities in constructive and courteous ways. To do this, we will
use the discussion questions to have a meaningful conversation
about a section of our chosen literature with a partner. You'll
spend some time chatting with your companion, then switch
seats and write about what you learned. This written answer will
demonstrate that you understand and can engage in civil
conversation regardless of your audience.
PURPOSE OF LEARNING
Why do students need to learn this today? This should be
written in what you will
say to students and should include both
why it is important to the content
and why it is relevant in their lives.

Your ability to retain the material we cover in class for the state
tests depends on your developing habit of constantly engaging
in meaningful dialogue. Outside the classroom, you'll often use
these linguistic abilities. With their proper use, you will find
more social acceptance, achieve more professional success, and
build a more admirable reputation.
What students need to do in order to improve their listening and
communication skills is to pay attention to what is being said.
They must also be able to process and understand the
information that they are being given. All of these steps can be
achieved by using different listening techniques. For example,
students can ask questions to clarify what they do not
understand. It is important for students to learn how to listen
and communicate effectively. Listening is the first step, and it
is important that students understand what the other person is
saying (Djabborova, 2020). Communication is also important,
and students need to be able to understand what others are
trying to say. A student's ability to listen and communicate
effectively will help them succeed in life.
INSTRUCTIONAL STEPS
Include:
Step-by-Step Instructions
Key Points
Directions to give
There are many instructional steps that I can take in order to
teach students listening and communication skills. First, it is
important to create an environment that is conducive to
listening and communication. This can be done by ensuring
minimal noise and distractions and providing clear and concise
instructions.
Secondly, it is important to model the desired behavior. This
will be done by providing examples of how to listen and
communicate effectively. For example, you could provide your
students with a set of questions to ask, or you could provide

them with a conversation you had with a friend.
Thirdly I will introduce the various skill that is needed and
their purpose. For example, when teaching active listening, the
teacher might say, Active listening is when we pay close
attention to the speaker and try to understand and remember
what they are saying. It is important to do this so that we can be
good communicators.
The student will be arranged in groups of a few individuals
where they will be presented with different tasks that they are
required to discuss and complete the tasks (Ginaya et al., 2018).
This will allow the students to apply what they have learned
about listening and communicating with each other. To assess if
the students listening and communication skills have improved,
I will assess how the students are conducting the group
discussion. This will help determine if the students have
acquired the needed skills and the areas where they need help to
improve their listening and communication skills.
LITERACY STRATEGIES USED
Be sure you include activities that support literacy; vocabulary,
reading, listening, speaking, and writing.
Activities like reading aloud, discussing questions, reviewing
vocabulary, collaborating with a partner, reading alone, and
writing are all encouraged.
STUDENT USE OF TECHNOLOGY
Even if you do not have enough technology devices for your
students, you must include student use of technology as if you
did have all the technology you need.
If they still haven't decided on a text by this point, students will
utilize technology to access the warmup journal rubric or do
research.

MODIFICATIONS/ACCOMMODATIONS
Create at least one modification/accommodation for a student
with special needs,
and one modification/accommodation for
English language learners
Two examples of accommodations are extra time on exams or
the option to use a computer. It's preferable if the modifications
used for homework and tests are consistent.
RETEACH/EXTENSION
Include different activities for struggling students and for
students who already understand the material
We will have our kids having trouble coming up with ideas to
fill out a brainstorming page in their notebooks. If students
have trouble recalling dramatic norms we have covered in class,
they will be directed to look at the textbook for examples we
have used. If students have trouble recalling a story's literary
elements—essential when crafting a play—they can use a
mountain illustration depicting the story's beginning, rising
action, climax, and falling action on the whiteboard (Montiel,
2021).
If students have finished their group brainstorming and idea
gathering, they can proceed directly to the next stage of the
writing process. They must prepare for the role if the play is
written.
CLOSURE:
Review: How will you cement the learning that has taken

place in this lesson?
Connect to future learning: How will what students learned
today help them in upcoming lessons?
The lesson will wrap up with a round of questions and answers,
at which point I can listen in and assess everyone's progress.
Students can ask me critical thinking questions, and I will
provide comments and guidance if needed. The deadline for
finishing this task should be pushed back. Please remember that
today is not the assignment's due date, and any forward motion
at this level of planning and visualizing is to be commended. I'll
repeat that as our lesson's main focus. We'll go through what's
expected of them tomorrow so that when they get to school,
they can get to work without much explanation since they'll be
back at the same station with the same task.
Connect to future learning: As we continue to review for the
State tests in the following weeks, students can use the ideas
presented in this lesson.
References
Montiel, E. (2021). Lesson Plan, Texas History, 7th Grade.
García, C. (2019). Lesson Plan, Texas History, 7th Grade.
Djabborova, F. O. (2020). Ways of developing listening skills
of English learners in ESL and EFL classrooms.
European Journal of Research and Reflection in
Educational Sciences,
8(10), 212-216.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The

effects of blended learning on students' speaking ability: A
study of utilizing technology to strengthen the conventional
instruction.
International journal of linguistics, literature, and
culture,
4(3), 1-14.
TEACHERS of TOMORROW LESSON PLAN PROJECT
FORMAT
NAME:
Tavonnia Evans SUBJECT:
English
STATE STANDARD:
The Common Core State Standards for English Language Arts &
Literacy in History/Social Studies, Science, and Technical
Subjects (CCSS ELA-Literacy) is a set of academic standards
for students in the United States. The National Governors
Association Center for Best Practices and the Council of Chief
State School Officers developed the standards. They are
intended to provide schools with a consistent set of expectations
for what students should know and be able to do at each grade
level. The CCSS are intended to improve alignment across
states, districts, and schools to ensure that children from
different backgrounds have the same access to rigorous learning
opportunities that will prepare them for college and career
success.
The standards were developed through a collaboration between
states, school districts, teachers’ unions, civil rights groups, and
other interested groups. The Standards were first released in
June 2010. In 2011, states were permitted to adopt the standards
without administering PARCC tests. In 2012, states began
adopting the new standards with their own assessments and

testing systems. The PARCC tests are computer-based, and
students will be assessed in grades 3-8 in English Language
Arts (ELA) and Mathematics. The assessments are designed to
measure students' mastery of the Common Core State Standards.
A detailed description of each test can be found on PARCC's
website. PARCC was created through a partnership of states that
wanted to develop shared standards across the nation.
LEARNING OBJECTIVE(S):
The student will have an in-depth, respectful conversation with
one partner about a recent reading selection through carefully
listening, reacting correctly, and tailoring communication to the
audience. English Language Arts and Literacy helps students
build vocabulary, improve reading comprehension skills,
understand the meaning of words, and develop writing skills.
English Language Arts teaches students how to read, write,
speak and listen effectively. The ability to read well is essential
for learning as well as for success in school and beyond. A good
foundation in reading will help all children become better
readers by increasing their knowledge about the world around
them. Reading also allows students to explore topics on their
own terms rather than having someone else do it for them or
giving them only the information they need to know at one
particular point in time. Reading gives children a sense of
independence because they choose what they want to read
independently rather than being told by someone else what they
should be reading or studying at any given time.
In addition to teaching students how to read well and have an
interest in books themselves, English Language Arts allows
them to write essays and research papers that express their
thoughts on subjects relating to history or social studies, such
as geography, science, or technology subjects such as math. The
majority of students are not proficient in English. The main
reason for this is that they do not receive proper instruction in
it. Most parents do not think that learning English will help
their children get a job or go to college. But in fact, without
knowing how to read and write well, it would be very difficult

for them to get a good job and even have access to higher
education. It is important for every student to at least be able to
read and write well before entering college or starting any kind
of career.
ASSESSMENT/PERFORMANCE MEASURE:
Following their discussions with their partners, students
will review their notes and compose a brief written response in
which they reflect on their experiences in discussing the books
they chose for themselves with a peer.
MATERIALS and SETTING
What materials do you need for this lesson? What is the setting?
Are students in pairs, groups, stations, floors, library, or science
lab?
The setting is the classroom.
Materials needed include a Paper handout containing questions,
a pencil, and paper.
The first portion of the lesson will consist of the instructor
providing direct teaching, followed by students reading their
independently chosen texts, working in pairs, and then working
alone to write their reflections.
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must students know to understand the
concept being taught?
Vocabulary –notetaking, audience
Academic language: Guided conversation starters:
· What book did you choose?
· Which text made you decide to use it?
· What does the bulk of the book cover?
· Just who is the kind of reader who would like the book?
FOCUS ACTIVITY
What activity will students engage in that will pique their

interest in the upcoming lesson? Think of this like a preview for
an upcoming movie – something that ignites curiosity
After presenting a brief, humorous sequence from a cartoon
movie in which two characters are nasty to one other, I will lead
a class discussion about how the characters may have spoken
more politely. One of you will be chosen to respectfully
summarize the cartoon character's message (García, 2019).
CONNECTION TO PRIOR LEARNING
This is what you
say to students about what they have
already learned and how it prepares them for what they are
about to learn; review what they have learned to prepare them
for the upcoming lesson.
Teachers and administrators should treat their students with the
courtesy they deserve. Learn the signs of polite conversation to
make sure that happens. What you have to say is important, and
it should be taken seriously. You can only accomplish it
successfully by participating in and shaping respectful dialogue
with any audience. This is a lifelong ability, not just one you'll
need for the remainder of the school year.
OBJECTIVE STATEMENT (be sure to include the performance
measure)
This is what you
say to students about what students will
learn today
and how they will show they have learned
the content (that is the performance measure)
Students, our goal for today is to practice using our language
abilities in constructive and courteous ways. To do this, we will
use the discussion questions to have a meaningful conversation
about a section of our chosen literature with a partner. You'll
spend some time chatting with your companion, then switch

seats and write about what you learned. This written answer will
demonstrate that you understand and can engage in civil
conversation regardless of your audience.
PURPOSE OF LEARNING
Why do students need to learn this today? This should be
written in what you will
say to students and should include both
why it is important to the content
and why it is relevant in their lives.
Your ability to retain the material we cover in class for the state
tests depends on your developing habit of constantly engaging
in meaningful dialogue. Outside the classroom, you'll often use
these linguistic abilities. With their proper use, you will find
more social acceptance, achieve more professional success, and
build a more admirable reputation.
What students need to do in order to improve their listening and
communication skills is to pay attention to what is being said.
They must also be able to process and understand the
information that they are being given. All of these steps can be
achieved by using different listening techniques. For example,
students can ask questions to clarify what they do not
understand. It is important for students to learn how to listen
and communicate effectively. Listening is the first step, and it
is important that students understand what the other person is
saying (Djabborova, 2020). Communication is also important,
and students need to be able to understand what others are
trying to say. A student's ability to listen and communicate
effectively will help them succeed in life.
INSTRUCTIONAL STEPS
Include:
Step-by-Step Instructions
Key Points

Directions to give
There are many instructional steps that I can take in order to
teach students listening and communication skills. First, it is
important to create an environment that is conducive to
listening and communication. This can be done by ensuring
minimal noise and distractions and providing clear and concise
instructions.
Secondly, it is important to model the desired behavior. This
will be done by providing examples of how to listen and
communicate effectively. For example, you could provide your
students with a set of questions to ask, or you could provide
them with a conversation you had with a friend.
Thirdly I will introduce the various skill that is needed and
their purpose. For example, when teaching active listening, the
teacher might say, Active listening is when we pay close
attention to the speaker and try to understand and remember
what they are saying. It is important to do this so that we can be
good communicators.
The student will be arranged in groups of a few individuals
where they will be presented with different tasks that they are
required to discuss and complete the tasks (Ginaya et al., 2018).
This will allow the students to apply what they have learned
about listening and communicating with each other. To assess if
the students listening and communication skills have improved,
I will assess how the students are conducting the group
discussion. This will help determine if the students have
acquired the needed skills and the areas where they need help to
improve their listening and communication skills.
LITERACY STRATEGIES USED
Be sure you include activities that support literacy; vocabulary,
reading, listening, speaking, and writing.

Activities like reading aloud, discussing questions, reviewing
vocabulary, collaborating with a partner, reading alone, and
writing are all encouraged.
STUDENT USE OF TECHNOLOGY
Even if you do not have enough technology devices for your
students, you must include student use of technology as if you
did have all the technology you need.
If they still haven't decided on a text by this point, students will
utilize technology to access the warmup journal rubric or do
research.
MODIFICATIONS/ACCOMMODATIONS
Create at least one modification/accommodation for a student
with special needs,
and one modification/accommodation for
English language learners
Two examples of accommodations are extra time on exams or
the option to use a computer. It's preferable if the modifications
used for homework and tests are consistent.
RETEACH/EXTENSION
Include different activities for struggling students and for
students who already understand the material
We will have our kids having trouble coming up with ideas to
fill out a brainstorming page in their notebooks. If students
have trouble recalling dramatic norms we have covered in class,
they will be directed to look at the textbook for examples we

have used. If students have trouble recalling a story's literary
elements—essential when crafting a play—they can use a
mountain illustration depicting the story's beginning, rising
action, climax, and falling action on the whiteboard (Montiel,
2021).
If students have finished their group brainstorming and idea
gathering, they can proceed directly to the next stage of the
writing process. They must prepare for the role if the play is
written.
CLOSURE:
Review: How will you cement the learning that has taken
place in this lesson?
Connect to future learning: How will what students learned
today help them in upcoming lessons?
The lesson will wrap up with a round of questions and answers,
at which point I can listen in and assess everyone's progress.
Students can ask me critical thinking questions, and I will
provide comments and guidance if needed. The deadline for
finishing this task should be pushed back. Please remember that
today is not the assignment's due date, and any forward motion
at this level of planning and visualizing is to be commended. I
will repeat that as our lesson's main focus. We will go through
what is expected of them tomorrow so that when they get to
school, they can get to work without much explanation since
they will be back at the same station with the same task.
Connect to future learning: As we continue to review for the
State tests in the following weeks, students can use the ideas
presented in this lesson.

References
Montiel, E. (2021). Lesson Plan, Texas History, 7th Grade.
García, C. (2019). Lesson Plan, Texas History, 7th Grade.
Djabborova, F. O. (2020). Ways of developing listening skills
of English learners in ESL and EFL classrooms.
European Journal of Research and Reflection in
Educational Sciences,
8(10), 212-216.
Ginaya, G., Rejeki, I. N. M., & Astuti, N. N. S. (2018). The
effects of blended learning on students' speaking ability: A
study of utilizing technology to strengthen the conventional
instruction.
International journal of linguistics, literature, and
culture,
4(3), 1-14.
Criteria Ratings
QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Detailed evidence of
planning for effective
questioning
*Specific goals for
questioning identified
(determination of prior
knowledge, feedback,
assessment, prompts for
problem solving, etc.)

*Explicitly requires students
to go beyond “recall of facts”
to engage in higher order
thinking (Bloom’s
Taxonomy), and creativity.
PROFICIENT:
*Appropriate evidence of
questioning.
* Goals for questioning
identified and apparent
*Encourages students to go
beyond “recall of facts” to
engage
DEVELOPING:
*Some evidence of planning
for effective questioning.
* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,

*Some opportunity for
students to go beyond
“recall of facts” to engage in
lesson content.
NOVICE:
*Little or no evidence
of planning for
effective questioning.
*Goals for questioning
are uncertain
assessment, prompts
for problem solving,
etc.)
*Limited opportunity
for students to go
beyond “recall of facts”
to engage in lesson
content
Criteria Ratings
ASSESSMENTS
and THE
OVERALL PLAN

10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Assessment provides
detailed information about
student learning.
*Explicitly matches
objective(s), learning
activity and outcomes.
*Detailed information about
the type of assessment,
formal: (constructed
response/selected
response/etc.) or informal:
(observation, discussion,
journal writing, etc.).
*Assessment is adapted for
diverse student needs and
offers valid information
about student learning.
The overall plan flows
smoothly from beginning to
end; all aspects of the plan
are aligned in rigor;
explicitly detailed
information is developed to
address all learner needs.
PROFICIENT:

meaningful information
*Matches objective(s),
learning activity and
outcomes
*Adequate information
about the type of
assessment, formal:
(constructed
response/selected
*Assessment includes some
adaptations for diverse
student needs
The overall plan is well-
developed, flows smoothly
from beginning to end;
most aspects of the plan are
aligned in rigor, detailed
address most learner needs.
DEVELOPING:
adequate information

*Is consistent with
about the type of
assessment, formal:
(constructed
response/selected
The overall plan is
adequately developed,
flows somewhat smoothly
most aspects of the plan
are adequately aligned in
rigor, information is
developed to address
some learner needs.
NOVICE:
minimal information
*Is loosely connected to
the objective(s) and
outcomes

*Minimal information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or
informal: (observation,
discussion, journal
writing, etc.).
The overall plan is poorly
developed, is dis-jointed
with little flow from
beginning to end; few
aspects of the plan are
adequately aligned in
rigor, little to no
information is developed
to address learner needs.
ACCOMMODATIONS
MODIFICATIONS
10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*All accommodation needs
have been specifically
identified.

*Accommodations (learning
aids, graphic organizers,
oral administration, etc.)
and/or modifications
(alternate material, activity
or grade level content) are
detailed and explicitly
designed for the needs of
the student population
(ELL, Sped, GT, etc.)
*Area for accommodation
or modification (content,
process, product, learning
environment) has been
specifically identified.
*Accommodations and
Modifications explicitly
match skill deficits.
Technology is efficiently
utilized for accommodation
and modification where
appropriate.
*Accommodation and/or
modification allows for
student learning of the
content at the highest level
appropriate for each
individual
PROFICIENT:
*Student needs are
adequately identified.

detailed and appropriately
(ELL, Sped, GT, etc.).
environment) is apparent.
*Accommodations/Modifica
tions mostly align with skill
deficits.
*Where appropriate,
technology may be used for
accommodation/
modification.
*When possible,
accommodation and/or
content at a level
comparable to peers.
DEVELOPING:

*Student needs are loosely
identified.
aids, graphic organizers, oral
administration, etc.) and/or
modifications (alternate
material, activity or grade
level content) are listed and
adequately based on the
needs of the student
population (ELL, Sped, GT,
etc.)
*Area for accommodation or
modification (content,
environment) is identified,
but may not be specific.
*Accommodations/modificati
ons loosely match skill
deficits.
*Some evidence of technology
use for accommodation/
modification may be
apparent.
NOVICE:
*Little or no evidence of
accommodations
*Accommodations

(learning aids, graphic
organizers, oral
administration, etc.), or
level content) as
appropriate based on
specific student needs
REVISED
Bloom’s
Taxonomy
Action
Verbs
Definitions
I.
Remembering
II.
Understanding
III.
Applying
IV.

Analyzing
V.
Evaluating
VI.
Creating
Bloom’s
Definition
Exhibit
memory
of
previously
learned
material
by
recalling
facts,
terms,
basic
concepts,
and
answers.
Demonstrate

understanding
of
facts
and
ideas
by
organizing,
comparing,
translating,
interpreting,
giving
descriptions,
and
stating
main
ideas.
Solve
problems
to
new
situations
by
applying
acquired

knowledge,
facts,
techniques
and
rules
in
a
different
way.
Examine
and
break
information
into
parts
by
identifying
motives
or
causes.
Make
inferences
and
find

evidence
to
support
generalizations.
Present
and
defend
opinions
by
making
judgments
about
information,
validity
of
ideas,
or
quality
of
work
based
on
a
set
of

criteria.
Compile
information
together
in
a
different
way
by
combining
elements
in
a
new
pattern
or
proposing
alternative
solutions.
Verbs

•
Choose
•
Define
•
Find
•
How
•
Label
•
List
•
Match
•
Name
•
Omit
•
Recall
•
Relate
•
Select

•
Show
•
Spell
•
Tell
•
What
•
When
•
Where
•
Which
•
Who
•
Why
•
Classify
•
Compare
•
Contrast

•
Demonstrate
•
Explain
•
Extend
•
Illustrate
•
Infer
•
Interpret
•
Outline
•
Relate
•
Rephrase
•
Show
•
Summarize
•
Translate

•
Apply
•
Build
•
Choose
•
Construct
•
Develop
•
Experiment
with
•
Identify
•
Interview
•
Make
use
of
•
Model
•

Organize
•
Plan
•
Select
•
Solve
•
Utilize
•
Analyze
•
Assume
•
Categorize
•
Classify
•
Compare
•
Conclusion
•

Contrast
•
Discover
•
Dissect
•
Distinguish
•
Divide
•
Examine
•
Function
•
Inference
•
Inspect
•
List
•
Motive
•
Relationships
•

Simplify
•
Survey
•
Take
part
in
•
Test
for
•
Theme
•
Agree
•
Appraise
•
Assess
•
Award
•
Choose
•
Compare

•
Conclude
•
Criteria
•
Criticize
•
Decide
•
Deduct
•
Defend
•
Determine
•
Disprove
•
Estimate
•
Evaluate
•
Explain
•
Importance

•
Influence
•
Interpret
•
Judge
•
Justify
•
Mark
•
Measure
•
Opinion
•
Perceive
•
Prioritize
•
Prove
•
Rate
•
Recommend

•
Rule
on
•
Select
•
Support
•
Value
•
Adapt
•
Build
•
Change
•
Choose
•
Combine
•
Compile
•
Compose

•
Construct
•
Create
•
Delete
•
Design
•
Develop
•
Discuss
•
Elaborate
•
Estimate
•
Formulate
•
Happen
•
Imagine
•
Improve

•
Invent
•
Make
up
•
Maximize
•
Minimize
•
Modify
•
Original
•
Originate
•
Plan
•
Predict
•
Propose
•

Solution
•
Solve
•
Suppose
•
Test
•
Theory
•
Maximize
•
Minimize

Anderson,
L.
W.,
&
Krathwohl,
D.
R.
(2001).
A
taxonomy
for
learning,
teaching,
and
assessing,
Abridged
Edition.
Boston,
MA:
Allyn
and
Bacon.

Greetings!
Please read the bullet points below, as it might help you when
writing the lesson plan. I love lesson planning and the challenge
of figuring out how to help all students be successful. As you
write your lesson plan, please reach out to me if you have
questions on activities, etc.
1. Questioning: Make sure that the questions that you ask
during the lesson reflect different levels of Bloom's Taxonomy.
I am attaching a copy of Bloom's verbs that I use when lesson
planning that you were provided in the first submission. It is
easy to get "stuck" in the "remembering" and "understanding"
levels. To achieve ten out of ten points, please make sure all
levels are present in your lesson plan.
2. Questioning: Avoid "yes" and "no" questions. This doesn't
really give you, the teacher, an accurate assessment as to if
students have mastered the content, since they can easily guess.
Also avoid blanket questions such as "Does anyone have any
questions over the topic?" In my experience, it is the struggling
students who do not ask because they either don't feel
comfortable asking in front of a class, or they honestly don't
even know how to ask the specific question. As the teacher,
when you ask specific questions, it will help you determine who

knows the material and who might need more help.
3. Assessment: To obtain the highest grade possible on this
section, please make sure that you explicitly state if the
assessment is formative, informal, summative, etc. Remember,
oftentimes, you will use a variety of assessments throughout the
lesson. Embedding multiple types of assessments will help
increase your score on this part of the lesson plan.
4. Accommodations for ELLs - When determining the best
accommodations for ELLs, think about how you can combine
the standards with the English Language
Development/Proficiency Standards.
What strategies (other than wait time) are appropriate for your
lesson? If the assessment involves discussion or writing,
sentence stems that relate back to the questioning will be most
appropriate. If it is a new concept, maybe explicitly teaching
vocabulary and providing a word wall/visuals would be most
appropriate. While having someone as a "language buddy" or
"partner" can be beneficial, remember that it is not another
student's job to translate for other students.
5. Accommodations/Modifications SpEd- Please think through
the types of students that you might have in the classroom.
How would the lesson look differently for someone who is

visually impaired as opposed to a student with autism? In
public education, you have a variety of students with a variety
of needs. Be specific in the type of accommodations and
modifications that would be appropriate for the objective. Also
consider the reteaching part specifically--if a student didn't
master the objective, think about another unique way to present
it. Don't forget, there are awesome websites that can help
supplement instruction such as Khan Academy or other Aps.
This isn't to replace your job, but can be embedded to help. :-)
If you used a PowerPoint the first time, and a student didn't
master the objective, for the reteach part, you will want to
present the information in a different way.
6. Accommodations/Extension/GT students- When I look at this
part of the lesson, I am really looking to see if you can
challenge the student in a unique way regarding the objective.
This might include project based learning if they have already
mastered objectives. I have worked with a variety of students,
and in my experience with GT students, making them a "group
leader" because they understand the content doesn't meet their
needs. This population is often the most overlooked.
Additionally, research shows that often GT students don't
benefit from reexplaining the content to other students--it’s the
struggling students that benefit from doing this because it helps
the struggling students retain the content. Behavior problems

will sometimes emerge if the student is bored. Additionally,
assigning more problems won't help. Rather, consider assigning
more challenging problems (word problems, hypothetical
situations, etc.)
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and
external responses of the characters, including their
motivations and conflicts; and

(C) analyze different forms of point of view, including first-
person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the
development of the plot through the internal and external
responses of
the characters, including their motivations and conflicts, and
analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting
from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or
pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will
create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students
must identify the four aspects of characterization and how
they pertain to the character. Students will submit the interview
and present to the class for evaluation.

MATERIALS and SETTING Small groups (3 – 4) determined by
the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper
sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee
books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external
responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from
two poems (“The Peanut Butter King” and “Sarah
Cynthia Sylvia Stout Would Not Take the Garbage Out.” to
review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR
LEARNING
Students will review the four different characterization concepts

we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue
our study of characterization, plot development and point
of view. You will complete a project of your choice for the final
assessment of your
understanding of characterization and the role of plot and point
of view in characterization.
PURPOSE OF LEARNING This is important for us to know so
we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other
people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give
1. Review: I will review the different characterization concepts

with the students prior to
starting them on the activity. These concepts include antagonist
and protagonist,
dynamic vs. static, round vs. flat, and the difference in implied
and explicit character
traits.
2. Focus Activity: Students will complete the poetry activity to
help them distinguish
between static and dynamic characters.
3. Activity: Students will be completing three different learning
stations that solidify some
of the concepts of point of view and characterization. I will
explain the station
requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some
students for a tier one re-teach
of the concepts before they complete an activity.
Station 1: Students will “become” a character from their group
independent reading

assignment (each group has been reading one of the following
books: Thirsty, Burger
Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of
notebook paper,
students will write down 10 adjectives that describe themselves
as the character
from the book. Students will then list ten more adjectives for
two other characters in
the book from the point of view of the character they have
become.
Station 2: Students will be completing the “Tweet Sheet”
activity. Students have to
write tweets for different characters to point of view on the
different conflicts in the
short story. Students may choose any of the following short
stories: “Luck,” “Old
Man on the Bridge,” and “The Other Wife.” Students will
annotate these stories on
the iPads using Scrible. They can read independently to practice
their
comprehension, and then share their findings and notes as a
group. After groups
finish discussing, they will work on their “Tweet Sheets.”

Station 3: Students will write paragraphs from their personal
point of view about a
particular object. They will then write a second paragraph from
the point of view of
that particular object. These objects will be in a paper sack so
that they cannot see
what they are grabbing. Tomorrow, students will take turns
reading the paragraph
from the point of view of their object.
4. Station Completion: Following completion of the stations
activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students
for their project choices.
This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students
will be completing a project
of their choice for the final assessment of their understanding of
characterization and
the role of plot and point of view in characterization. Each
project listed is differentiated
to fit different learning styles. Here is a link to this assignment:

https://drive.google.com/file/d/1G8HfB059W4VKAiSB8z9AHX
T-
Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view
and some of the
characteristics of each type. Students will also be sharing what
they remember about the
different characterization concepts before we leave class. They
will not have to write it
down for an exit ticket today. I will take notes on who seems
sure of their responses and
who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the
concepts covered in this lesson as
we begin our novel study of A Wrinkle in Time.
T-Ash5eJw4/view?usp=sharing
QUESTIONS FOR

UNDERSTANDING
Identify levels of Blooms
Pre-Questions:
• What are some of the key differences between direct and
indirect characterization?
Analyze
• What are some ways to determine whether a trait is an implied
or explicit
characteristic? Evaluate, Create
• What are some of the different details that make up the
characteristics of a
character? Remember
Post Questions:
• What are you the things that you are most comfortable with
discussing about
characterization and its relationship to other literary elements
moving forward?
Evaluate
• What are some things that you think that we should practice

more before we begin
our study? Create
MODIFICATIONS/
ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence
stem lists for the writing
portions of the stations. IEP students will also work on their
paragraphs with the teacher
during study hall tutorials.
Accommodations: IEP/504 Students will be able to type the
written portion of these
assignments.
RETEACH/EXTENSION Reteach:
Students who are struggling with the Point of view and
characterization concepts will be
pulled during this lesson for tier one instruction. We will begin
by having students list
different adjectives to describe each of the members of the
group. After listing the different

adjectives, we will discuss whether these are implied traits or
explicit traits. Since most will
be explicit, I will be giving them some examples of implied
traits by helping them find ways
to assume certain traits (ex: they can assume that I am also a
coach because I generally come
to class in wind pants or they can assume that a class mate is on
the basketball team because
they wear tennis shoes every day).
The final aspect of this lesson will be for students to read the
short story “Old Man on the
Bridge.” We will read together and take our notes on Scrible
using the iPad. We will discuss
the different characters in the story and label them as flat/round
and tell whether they are
static or dynamic characters. After we finish this, students will
complete a “Tweet Sheet” for
one of the characters in the book.
Extension:
Students who are ready to move on will be completing the
creative writing characterization
activity. This assignment is NOT for a grade, but it can be used
to replace a student’s two
lowest grades. Here is a link to that assignment:

https://drive.google.com/file/d/1O8iP5ZjzhfOXuhISI24kaErOpe
nwl8ru/view?usp=shari
ng
CLOSURE
Review
Connect to future learning
Review: We will list out the three types of Point of View and
some of the characteristics of
each type. Students will also be sharing what they remember
about the different
characterization concepts before we leave class. They will not
have to write it down for an
exit ticket today. I will take notes on who seems sure of their
responses and who else might
need tier 1/tier 2 instruction.
Connection to Future Learning: Students will be using the

nwl8ru/view?usp=sharing
Comprehensive Instructional Strategies
Before you begin your assignment, please read
“Generic Lesson Planning Assessing Instructions” from
the instructor. The document provides specific information as to
the criteria the instructor is looking for in the assignment, and
is designed to support your efforts to pass this project on the
first submission. You may find a list of
Bloom's Action Verbs.
The assignment is designed to evaluate your skills in a
comprehensive way; thus you are asked to provide much more
detail than traditional plan so that you are able to evaluate your
skills in these areas.
Resources:
·

Generic Lesson Planning Assessing Instructions –
See attachment
·
Bloom's Action Verbs- See attachment
· Complete Sample Teachers of Tomorrow Lesson Plan – “
See attachment”
· 700.5 Rubrics Criteria –
“See attachment”
· Assignment Instructions –
“See attachment”
Assignment
Edit and update
“TE Lesson Plan 2”.
Focus your attention on criteria in the lesson plan that address
the following:
· Your ability to accommodate instruction to meet diverse
student needs.
· The use of second language acquisition strategies.

· Refinement of your assessment
· The inclusion of questions in your plan designed to develop
higher level critical thinking skills.
· Please submit the changes to your “TE Lesson Plan 2”
in a different color or highlighted.
· No Plagiarism
Criteria Ratings
QUESTIONING 10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*Detailed evidence of
questioning
*Specific goals for
questioning identified

*Explicitly requires students
to go beyond “recall of facts”
to engage in higher order
thinking (Bloom’s
Taxonomy), and creativity.
PROFICIENT:
*Appropriate evidence of
questioning.
* Goals for questioning
identified and apparent
*Encourages students to go
beyond “recall of facts” to
engage
DEVELOPING:

*Some evidence of planning
for effective questioning.
* Goals for questioning are
appropriate but may not be
apparent (determination of
prior knowledge, feedback,
*Some opportunity for
students to go beyond
“recall of facts” to engage in
lesson content.
NOVICE:
*Little or no evidence
of planning for
effective questioning.
*Goals for questioning
are uncertain

assessment, prompts
for problem solving,
etc.)
*Limited opportunity
for students to go
beyond “recall of facts”
to engage in lesson
content
Criteria Ratings
ASSESSMENTS
and THE
OVERALL PLAN
10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
detailed information about

student learning.
*Explicitly matches
*Detailed information about
the type of assessment,
formal: (constructed
response/selected
*Assessment is adapted for
diverse student needs and
offers valid information
The overall plan flows
smoothly from beginning to
end; all aspects of the plan
are aligned in rigor;

explicitly detailed
address all learner needs.
PROFICIENT:
meaningful information
*Matches objective(s),
outcomes
about the type of
assessment, formal:
(constructed
response/selected
*Assessment includes some

adaptations for diverse
student needs
The overall plan is well-
developed, flows smoothly
most aspects of the plan are
aligned in rigor, detailed
address most learner needs.
DEVELOPING:
adequate information
*Is consistent with
about the type of

assessment, formal:
(constructed
response/selected
The overall plan is
adequately developed,
flows somewhat smoothly
most aspects of the plan
are adequately aligned in
rigor, information is
developed to address
some learner needs.
NOVICE:
minimal information

*Is loosely connected to
the objective(s) and
outcomes
*Minimal information
about the type of
assessment, formal:
(constructed
response/selected
response/etc.) or
informal: (observation,
discussion, journal
writing, etc.).
The overall plan is poorly
developed, is dis-jointed
with little flow from
beginning to end; few
aspects of the plan are
adequately aligned in
rigor, little to no
information is developed

to address learner needs.
ACCOMMODATIONS
MODIFICATIONS
10.0 pts 8.0 pts 6.0 pts 4.0 pts
EXPERT:
*All accommodation needs
have been specifically
identified.
detailed and explicitly

environment) has been
specifically identified.
*Accommodations and
Modifications explicitly
match skill deficits.
Technology is efficiently
utilized for accommodation
and modification where
appropriate.
*Accommodation and/or
content at the highest level
appropriate for each
individual
PROFICIENT:
*Student needs are

adequately identified.
detailed and appropriately
(ELL, Sped, GT, etc.).
environment) is apparent.
*Accommodations/Modifica
tions mostly align with skill
deficits.
*Where appropriate,

technology may be used for
accommodation/
modification.
*When possible,
accommodation and/or
content at a level
comparable to peers.
DEVELOPING:
*Student needs are loosely
identified.
aids, graphic organizers, oral
administration, etc.) and/or
level content) are listed and
adequately based on the
needs of the student
population (ELL, Sped, GT,

etc.)
*Area for accommodation or
modification (content,
environment) is identified,
but may not be specific.
*Accommodations/modificati
ons loosely match skill
deficits.
*Some evidence of technology
use for accommodation/
modification may be
apparent.
NOVICE:
*Little or no evidence of
accommodations
*Accommodations
(learning aids, graphic
organizers, oral

administration, etc.), or
level content) as
appropriate based on
specific student needs
TEACHERS OF TOMORROW LESSON PLAN FORMAT
NAME: New Teacher SUBJECT: Grade 7 Language Arts
State Standard: (6) Reading/Comprehension of Literary
Text/Fiction. Students understand, make inferences and draw
conclusions about the structure and elements of fiction and
provide evidence from text to support their understanding.
Students are expected to:
(B) analyze the development of the plot through the internal and
external responses of the characters, including their

motivations and conflicts; and
(C) analyze different forms of point of view, including first-
person, third-person omniscient, and third-person limited.
LEARNING OBJECTIVE(S): The student will analyze the
development of the plot through the internal and external
responses of
the characters, including their motivations and conflicts, and
analyze different forms of point of view, including first-person,
third-person omniscient, and third-person limited by selecting
from a group of tasks that include creating a character analysis
cut-out or poster, acting out a character in a presentation, or
pretending to be the author of a book during an interview.
ASSESSMENT: With the assistance of a peer, students will
create a mock interview and presentation in which each student
will discuss how they created a character in the book. Students
must identify the four aspects of characterization and how

they pertain to the character. Students will submit the interview
and present to the class for evaluation.
MATERIALS and SETTING Small groups (3 – 4) determined by
the teacher
Notebook paper, pencil, colored pencils for ‘tweet sheet’, paper
sack, objects for the bag
Thirsty, Burger Wuss, The Chocolate Wars, Feed, and Refugee
books
KEY VOCABULARY and
ACADEMIC LANGUAGE
Review definitions for analyze, plot, internal/external
responses, character, characterization,
point of view
FOCUS ACTIVITY Students will create a character chart from
two poems (“The Peanut Butter King” and “Sarah
Cynthia Sylvia Stout Would Not Take the Garbage Out.” to
review ‘static’ and ‘dynamic’
characterizations.
CONNECTION TO PRIOR
LEARNING

Students will review the four different characterization concepts
we have learned in the last
two weeks.
OBJECTIVE STATEMENT Students, today we will continue
our study of characterization, plot development and point
of view. You will complete a project of your choice for the final
assessment of your
understanding of characterization and the role of plot and point
of view in characterization.
PURPOSE OF LEARNING This is important for us to know so
we can understand how writers utilize characters to
impact story lines, and in real life, helps us recognize how other
people impact our lives.
INSTRUCTIONAL STEPS
Include:
Step by step instructions
Key points
Directions to give

1. Review: I will review the different characterization concepts
with the students prior to
starting them on the activity. These concepts include antagonist
and protagonist,
dynamic vs. static, round vs. flat, and the difference in implied
and explicit character
traits.
2. Focus Activity: Students will complete the poetry activity to
help them distinguish
between static and dynamic characters.
3. Activity: Students will be completing three different learning
stations that solidify some
of the concepts of point of view and characterization. I will
explain the station
requirements for each station before releasing them to work.
**While students are working on this, I will be pulling some
students for a tier one re-teach
of the concepts before they complete an activity.

Station 1: Students will “become” a character from their group
independent reading
assignment (each group has been reading one of the following
books: Thirsty, Burger
Wuss, The Chocolate Wars, Feed, and Refugee). On a piece of
notebook paper,
students will write down 10 adjectives that describe themselves
as the character
from the book. Students will then list ten more adjectives for
two other characters in
the book from the point of view of the character they have
become.
Station 2: Students will be completing the “Tweet Sheet”
activity. Students have to
write tweets for different characters to point of view on the
different conflicts in the
short story. Students may choose any of the following short
stories: “Luck,” “Old
Man on the Bridge,” and “The Other Wife.” Students will
annotate these stories on
the iPads using Scrible. They can read independently to practice
their
comprehension, and then share their findings and notes as a
group. After groups

finish discussing, they will work on their “Tweet Sheets.”
Station 3: Students will write paragraphs from their personal
point of view about a
particular object. They will then write a second paragraph from
the point of view of
that particular object. These objects will be in a paper sack so
that they cannot see
what they are grabbing. Tomorrow, students will take turns
reading the paragraph
from the point of view of their object.
4. Station Completion: Following completion of the stations
activity, I will ask the Post-
Questions to clarify any misconceptions and prepare students
for their project choices.
This assignment will be due in two days.
5. Assessment: Handout project choices for students. Students
will be completing a project
of their choice for the final assessment of their understanding of
characterization and
the role of plot and point of view in characterization. Each

project listed is differentiated
to fit different learning styles. Here is a link to this assignment:
T-
Ash5eJw4/view?usp=sharing
6. Closure: To review, we will list three types of point of view
and some of the
characteristics of each type. Students will also be sharing what
they remember about the
different characterization concepts before we leave class. They
will not have to write it
down for an exit ticket today. I will take notes on who seems
sure of their responses and
who else might need Tier1/Tier 2 instruction.
7. Connect to Future Learning: Students will be using the

QUESTIONS FOR
UNDERSTANDING
Identify levels of Blooms
Pre-Questions:
• What are some of the key differences between direct and
indirect characterization?
Analyze
• What are some ways to determine whether a trait is an implied
or explicit
characteristic? Evaluate, Create
• What are some of the different details that make up the
characteristics of a
character? Remember
Post Questions:
• What are you the things that you are most comfortable with
discussing about
characterization and its relationship to other literary elements
moving forward?
Evaluate

• What are some things that you think that we should practice
more before we begin
our study? Create
MODIFICATIONS/
ACCOMMODATIONS
Modifications: IEP and ELL students will have their sentence
stem lists for the writing
portions of the stations. IEP students will also work on their
paragraphs with the teacher
during study hall tutorials.
Accommodations: IEP/504 Students will be able to type the
written portion of these
assignments.
RETEACH/EXTENSION Reteach:
Students who are struggling with the Point of view and
characterization concepts will be
pulled during this lesson for tier one instruction. We will begin
by having students list

different adjectives to describe each of the members of the
group. After listing the different
adjectives, we will discuss whether these are implied traits or
explicit traits. Since most will
be explicit, I will be giving them some examples of implied
traits by helping them find ways
to assume certain traits (ex: they can assume that I am also a
coach because I generally come
to class in wind pants or they can assume that a class mate is on
the basketball team because
they wear tennis shoes every day).
The final aspect of this lesson will be for students to read the
short story “Old Man on the
Bridge.” We will read together and take our notes on Scrible
using the iPad. We will discuss
the different characters in the story and label them as flat/round
and tell whether they are
static or dynamic characters. After we finish this, students will
complete a “Tweet Sheet” for
one of the characters in the book.
Extension:
Students who are ready to move on will be completing the
creative writing characterization
activity. This assignment is NOT for a grade, but it can be used
to replace a student’s two

lowest grades. Here is a link to that assignment:
nwl8ru/view?usp=shari
ng
CLOSURE
Review
Connect to future learning
Review: We will list out the three types of Point of View and
some of the characteristics of
each type. Students will also be sharing what they remember
about the different
characterization concepts before we leave class. They will not
have to write it down for an
exit ticket today. I will take notes on who seems sure of their
responses and who else might
need tier 1/tier 2 instruction.
Connection to Future Learning: Students will be using the

REVISED
Bloom’s
Taxonomy
Action
Verbs

Definitions
I.
Remembering
II.
Understanding
III.
Applying
IV.
Analyzing
V.
Evaluating
VI.
Creating
Bloom’s
Definition
Exhibit
memory

of
previously
learned
material
by
recalling
facts,
terms,
basic
concepts,
and
answers.
Demonstrate
understanding
of

facts
and
ideas
by
organizing,
comparing,
translating,
interpreting,
giving
descriptions,
and
stating
main
ideas.
Solve
problems

to
new
situations
by
applying
acquired
knowledge,
facts,
techniques
and
rules
in
a
different
way.
Examine
and

break
information
into
parts
by
identifying
motives
or
causes.
Make
inferences
and
find
evidence
to
support
generalizations.

Present
and
defend
opinions
by
making
judgments
about
information,
validity
of
ideas,
or
quality
of
work

based
on
a
set
of
criteria.
Compile
information
together
in
a
different
way
by
combining

elements
in
a
new
pattern
or
proposing
alternative
solutions.
Verbs
•
Choose
•
Define
•
Find

•
How
•
Label
•
List
•
Match
•
Name
•
Omit
•
Recall
•
Relate
•

Select
•
Show
•
Spell
•
Tell
•
What
•
When
•
Where
•
Which
•
Who

•
Why
•
Classify
•
Compare
•
Contrast
•
Demonstrate
•
Explain
•
Extend
•
Illustrate

•
Infer
•
Interpret
•
Outline
•
Relate
•
Rephrase
•
Show
•
Summarize
•
Translate

•
Apply
•
Build
•
Choose
•
Construct
•
Develop
•
Experiment
with
•
Identify
•
Interview

•
Make
use
of
•
Model
•
Organize
•
Plan
•
Select
•
Solve
•
Utilize

•
Analyze
•
Assume
•
Categorize
•
Classify
•
Compare
•
Conclusion
•
Contrast
•
Discover

•
Dissect
•
Distinguish
•
Divide
•
Examine
•
Function
•
Inference
•
Inspect
•
List

•
Motive
•
Relationships
•
Simplify
•
Survey
•
Take
part
in
•
Test
for
•
Theme

•
Agree
•
Appraise
•
Assess
•
Award
•
Choose
•
Compare
•
Conclude
•
Criteria

•
Criticize
•
Decide
•
Deduct
•
Defend
•
Determine
•
Disprove
•
Estimate
•
Evaluate
•

Explain
•
Importance
•
Influence
•
Interpret
•
Judge
•
Justify
•
Mark
•
Measure
•
Opinion

•
Perceive
•
Prioritize
•
Prove
•
Rate
•
Recommend
•
Rule
on
•
Select
•
Support

•
Value
•
Adapt
•
Build
•
Change
•
Choose
•
Combine
•
Compile
•
Compose

•
Construct
•
Create
•
Delete
•
Design
•
Develop
•
Discuss
•
Elaborate
•
Estimate

•
Formulate
•
Happen
•
Imagine
•
Improve
•
Invent
•
Make
up
•
Maximize
•
Minimize

•
Modify
•
Original
•
Originate
•
Plan
•
Predict
•
Propose
•

TEACHERS of TOMORROW LESSON PLAN PROJECT FORMAT NAME .docx

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